Educational Challenges Posed by Migration to

Poland
Katarzyna Gmaj
Center for International Relations

Report prepared for EMILIE project: A European approach to multicultural

citizenship: legal, political and educational challenges (CIT5-028205)

Content
Legal basis of admission of persons with non-Polish citizenship..3
Researched Institutions Justification and Background..4
Statistics on the Immigrants Children Presence in Polish Schools...5
Field Study Findings.7
a. Individual Strategy towards an Immigrant Pupil
b. Ministry of National Education
c. Educational Policy
d. Additional Financial Support for Polish Language Lessons for Immigrant
Pupils
e. Warsaw agglomeration immigration laboratory
f. Refugees/Tolerated Stay
g. Learning by Experience
h. The Case of Armenian Girl from Stalowa Wola
i. Teachers Trade Unions
j. Summing up -Asylum Seekers Children and the Rest
k. The Review of Teachers' Unions Magazines
Appendix21
References....23

Legal basis of admission of persons with non-Polish citizenship

who are subject to compulsory schooling (7-16 years1) to public
and not public schools
The Polish system of education of all levels, below the level of higher education, is based on
the following legislation:
The Act on the Education System of 7 September 1991 (with further
amendments)

The Act of 8 January 1999 on the Implementation of the Education System of

the Education System Reform (with further amendments)

The Act of 26 January 1982 Teachers' Charter (with further amendments of

1996)

Children who are not Polish citizens2 can benefit from the education and care in public preschools. Those who are subject to compulsory schooling (7-16 years) can benefit from the
education and care in public primary schools, gymnasia (lower secondary schools) and
public artistic schools on the same terms as Polish citizens. Access to education is based on
territorial basis - registration as an inhabitant of the local commune - regardless the parents
or guardians status of stay in Poland. Public schools, mentioned above, are free of charge
but parents have to cover costs of books and cultural initiatives organized by schools (i.e.
trips, summer/winter schools, cinema/theatre visits and sometimes additional foreign
languages or computer lessons). Although these expenses are voluntary, it is hardly possible
to resign from them since they reflect childs exclusion from school society. Regarding public
pre-schools, they are subsidized by the local authorities, nevertheless, there is a fee to be
paid by parents/guardians.
Legal basis of admission of persons with non-Polish citizenship to public and non-public
schools are as follows:

article 93 and article 94a of the Act on the Education System of 7 September
1991

the Regulation by the Minister of National Education and Sport of 4 October

2001 on the admission of persons with no Polish citizenship in public pre-schools,
schools, teacher trainings institutions and units

the Regulation of the Minister of National Education and Sport of 20 February

2004 on conditions and procedures of admission of pupils to public schools and on the
transfer of pupils from one type of school to the other

The Regulation of the Minister of Education and Science of 6 April 2006 on the
Nostrification of School Certificates and Maturity Certificates Obtained Abroad

The Regulation by the Minister of National Education of 1 February 2007 on

the Framework Programme of the Polish Language Courses for Refugees

Upper range of 16 years refers to graduating from lower secondary school. However, when the child
does not complete this level school, the compulsory education is extended till 18.
2
The definition of immigrant children adopted in Poland i.e. children who are not Polish citizens - is
related
to
the
legislation
implementing
the
Directive
77/486/EEC.

Researched Institutions Justification and Background

In our research we conducted interviews in the following institutions:

The Ministry of National Education (Ministerstwo Edukacji Narodowej) (I.1)

The National In-Service Teacher Training Center Department of Civic and
European
Education
(Centralny
Osrodek
Doskonalenia
Nauczycieli)(I.2..A/B/C)
The Foundation for the Development of the Education System (Fundacja
Rozwoju Edukacji)(I.3)
The Mazovian School-Board (Mazowieckie Kuratorium Oswiaty) (I.4)
The Warsaw Office for Education (Biuro Edukacji Urzedu Miasta Warszawy)
(I.5) (I.6A/B)
The Mazovian Local Governmental Center for Upgrading Teaching Skills
(Wojewodzki Osrodek Doskonalenia Nauczycieli)(I.7)
The Polish Teachers' Union ZNP (Zwizek Nauczycielstwa Polskiego)(I.8)
The Educational Branch of the Independent and Self-Governing Trade Union
Solidarnosc (Sekcja Oswiatowa NSZZ Solidarnosc)(I.9)
The refugees and asylum seekers centers in Warsaw (I.10) (I.11A/B)
NGO Vox Humana (I.12)
NGO Polskie Forum Migracyjne (Polish Migration Forum) (I.13)

From the economic perspective, public schools and other educational institutions (with few
exceptions) are supervised and financed by the local authorities. Regarding educational
perspective, they are inspected by the school-boards, which are regional supervisory bodies
controlled by the Ministry of Education. Not only school-boards control the quality of
education but also support schools in case of problems.
The National In-Service Teacher Training Center is a state-funded agency of the Ministry of
National Education and Sport, which supports the development of a national system of
teacher training in line with state educational policies.
The Mazovian Local Governmental Center for Upgrading Teaching Skills is run by the
Mazovian Local Government. It consists of local centers situated in Ciechanow, Plock,
Radom, Siedlce, Ostroleka and Warsaw.
The Foundation for the Development of the Education System implements a range of
initiatives to support educational reform and development in Poland. This key priority has
been achieved by coordinating European Union programmes. It works under The Ministry of
National Education and Sport supervision.
The Vox Humana is an NGO supporting antidiscrimination policy and contracting social
exclusion. It aims to reinforce tolerant attitudes towards racial, ethnic, religious and
confessional diversity. The Vox Humana runs projects focused on intercultural education.
Polish Migration Forum is an NGO enhancing dialog between refugees, immigrants and
Polish society, which aims at building a common understanding despite of cultural
differences, stereotypes and fears.
The integral part of the Polish report is also devoted to the revision of magazines issued by
two teachers trade unions we inquired articles and notes devoted to immigrants children
presence in Polish schools.

Statistics on the Immigrants Children Presence in Polish Schools

On the basis of the data provided by the Ministry of National Education, it could be stated
that the number of immigrants children in Polish Schools during the last years oscillates
between 4 000 -6 000. This numbers are extremely low in comparison to the number of
pupils in general. E.g., in the school year 2005/2006 there was 6.6 million pupils (aged 7-213)
covered by national system of education (primary, lower-secondary, secondary schools)4 see tables below. However, in the nineties foreign pupils were almost not present in Polish
schools, their numbers were negligible.
In 2001 the Ministry in charge of education has ordered collecting data on non-Polish citizens
in schools for the first time. The nationality of foreigners is not included in these statistics.
Since the school year 2007/2008 data on foreigners in Polish schools will be collected by the
System of Educational Information (System Informacji Oswiatowej), which is a part of the
Ministry of National Education. Although, nationality of foreigners has not been distinguished
in data collection till now, we found out at the Ministry that it considers its introduction next
year.

Fig. 1. Foreign Pupils in Polish Schools

100%

1058

1319

1596

1021

1182

1985

1504

80%
925

60%
40%

1122

857

Secondary
2782

Lower Secondary
3192

2412

2978

2850

20%

Primary

0%
2001/2002

2002/2003

2003/2004

2004/2005

2005/2006

School Year

Source: Ministry of National Education Data. On the Basis of Central Statistical Office Data,
at 30 of September

Statistics contain pupils attending primary schools, lower-secondary schools, secondary schools:
vocational schools, technical colleges, profiled lyceums, comprehensive lyceums, post-lyceum
schools. For that reason they refer to the category 7-21.
4
Oswiata i wychowanie w roku szkolnym 2005/2006 (Education in the School Year 2005/2006), p 32
http://www.stat.gov.pl/cps/rde/xbcr/gus/PUBL_analiza_osw2006.pdf

Tab. 1. Foreign Pupils in Primary Schools in Poland

Status of
foreigner
foreigners
Foreigners
with
residence
permit
From EU5
Total

2001/2002

2002/2003

2003/2004

2004/2005

2005/2006

2122
660

1540
799

2028
973

1797
954

1810
730

0
2782

73
2412

191
3192

227
2978

310
2850

Source: Ministry of National Education Data. On the Basis of Central Statistical Office Data,
at 30 of September.
Tab. 2. Foreign Pupils in Gymnasia (lower secondary schools) in Poland

Status of
foreigner
foreigners
Foreigners
with
residence
permit
From EU
Total

2001/2002

2002/2003

2003/2004

2004/2005

2005/2006

659
266

595
375

714
378

663
375

94
669

0
925

51
1021

90
1182

84
1122

94
857

Source: Ministry of National Education Data. On the Basis of Central Statistical Office Data,
at 30 of September.
Tab. 3. Foreign Pupils in Secondary Schools in Poland

Status of
foreigner
foreigners
Foreigners
with
residence
permit
From EU
Total

2001/2002

2002/2003

2003/2004

2004/2005

2005/2006

752
346

785
498

985
539

1164
517

876
486

0
1058

36
1319

62
1596

304
1985

142
1504

Source: Ministry of National Education Data. On the Basis of Central Statistical Office Data,
at 30 of September.
The Head of the Warsaw Office for Education estimates that in Warsaw schools there are
about 2 000 pupils who are immigrants children. He stressed that it is not necessary to
know the exact numbers - knowing the scale of the phenomenon allows undertaking proper
steps. He believes that strict inquiry might threaten parents with unregulated status of stay in
Poland, and encourage them to take their children school.
According to data gathered by the Educational Information System, children of immigrants
from Vietnam (341) and Ukraine (263) constitute predominating group of foreign pupils in

These category has been introduced since 2002/2003

Warsaw schools.6These pupils, similarly like Russians and Armenians, adapt easily to Polish
realities and they do not cause any serious educational problems, especially in comparison
to the refugees and asylum seekers children. In 2005/2006 there were 134 pupils of the
latter category, i.e. asylum seekers children they attended four primary schools and two
gymnasia. The vast majority of them are Russian citizens of Chechen origin. It is impossible
to collect precise data on number of immigrants children in Warsaw. However, we can
indicate, the number of schools which, with financial support of the city authorities, in the
school year 2005/2006, offered additional Polish language lessons. There were 23 of such
schools.
Fig. 2. Foreigners in School and Educational Establishments
in Warsaw Agglomeration, 2005/2006
Others

412

France

44

Mongolia

45

Republic of Korea

48

Byelorus

50

Russia

61

Armenia

78

Great Britain

112

Chechnya

178

Ukraine

263

Vietnam

341
0

50

100

150

200

250

300

350

400

450

Source: School-Board in Warsaw Agglomeration

There is also another group of immigrants children present in Warsaw- children of migrating
employees, who are EU or EFTA citizens (330 pupils -2005/2006). However, since they
mainly attend non-public schools we are not focusing on them in our report.

Field Study Findings

In the Polish case, in general, there are no obstacles in providing education to refugees and
immigrants children. However, it seems that the issue of immigrants children presence in
mainstream schools is still considered as a future challenge.

a. Individual Strategy towards an Immigrant Pupil

Suddenness of immigrants children appearance in school results in another significant
consequence neither Polish pupils (and their parents) nor the teachers are prepared in
advance to deal with immigrants children.7 Thus many schools do not have a long-term
strategy concerning immigrants children presence in their premises. Generally speaking in

Data from the beginning of the school year 2005/2006

It is mentioned in our interviews with representatives of teachers trade unions, Mazovian SchoolBoard and NGO, and social workers in refugee centers,
7

Polish schools a teacher, who deals with immigrants in his/her classroom, is the one who
creates his/her individual strategy towards an immigrant pupil.
On the basis of both interviews with representatives of the Warsaw Office for Education,
teachers trade unions and social workers in refugee centers, and teachers remarks made
during the conference organized by the Warsaw Office for Education8, it could be said that
foreign pupils are treated more less as children with special needs, who, in any case, have to
follow the requirements of the Polish syllabus. We figured out that teachers are divided into
two groups. It seems that for some teachers it is difficult to distinguish between integration
and assimilation. For some of them the final conversion of an immigrants child to a Pole is
an indicator of their pedagogical success.9 Others try to invent their own way to address
cultural diversity in the classroom - they presume that Polish children can benefit from the
close presence of different culture and religion in their own environment. Such teachers use
specially prepared scenarios for lessons, which are useful in classes with children from
distinct cultural environments/backgrounds. These instructions are not limited to one subject
and can be used by teachers of different specialization in basic and secondary level
education as well. Scenarios are included in the book issued by the National In-Service
Teacher Training Center (Centralny Orodek Doskonalenia Nauczycieli) in 2004.10 As other
researchers noticed, in the sense of taking pupils cultural conditioning into consideration,
immigrants children presence in Polish schools still does not imply multi or intercultural
education itself. 11
The intercultural education aims in reduction of fear towards others. Thus to achieve it
school should enable pupils to experience different cultures, including language and direct
contact with representatives of diverse cultures. It should also support immigrants children in
social advancement. Teachers should be trained to acquire intercultural abilities and
knowledge of foreign pupils origin country and culture. Racist lining should be excluded from
school textbooks. Simultaneously respect for cultural diversity should be introduced. An
important element of state policy is enabling minorities to learn their mother tongue. 12

b. Ministry of National Education

The Ministry interests concentrate on legal basis of admission of persons with non-Polish
citizenship to public and non-public schools and supporting foreigners in learning Polish
language. Regarding legal issues, there are no obstacles in providing education to refugees
and immigrants children. Regarding Polish language, since 2004 the Ministry has charged
the Polish Studies Center in Lublin (Polonijne Centrum w Lublinie) with training for teachers
who teach Polish as a foreign language. Since 2005 the Center has trained coordinators of
additional Polish language teaching for foreign pupils. These coordinators are situated in
8

The conference was devoted to the presence of foreign pupils at school, in particular Muslims (Islam
trudne pytania, edukacyjne odpowiedzi 14, June 2007).
9
To similar conclusion came authors of Dziecko wietnamskie w polskiej szkole (Vietanmese Child in
Polish School), Warszawa 2006: Halik T., Nowicka E. , Poec W. They did not find basis for the
statement that in Polish secondary schools teachers accept Vietnamese pupils cultural distinctiveness
or treat it as a desirable and precious value. They rather tend to diminish differences between Polish
and Vietnamese youth, stressing that there are no crucial dissimilarities, except of appearance,
between them. p.103
10
Klimowicz A. (ed.), EDUKACJA MIDZYKULTUROWA [Poradnik dla nauczyciela] (Intercultural
Education. Teachers Guidebook) , CODN, Warszawa 2004. Book is still avaible in the bookshop
(including mail-order option) run by CODN.
11
Halik T., Nowicka E. , Poec W., Dziecko wietnamskie w polskiej szkole (Vietanmese Child in Polish
School), Warszawa 2006
12
Lalak D., Swoi I obcy w perspektywie antropologiczno-spoecznej, in Lalak D. (ed.) Migracja,
Uchodstwo, wielokulturowo. Zderzenie kultur we wspczesnym wiecie (Migration, exile,
multiculturalism. Clash of cultures in contemporary word), Warszawa, 2007, pp.89-122

school-boards (kuratorium oswiaty). Till that moment about 150 teachers attended these
courses. Many of them work in schools which are close to centers for asylum seekers.
The framework of the training for Polish as a foreign language teachers includes a
component devoted to problems which can occur in work with foreign pupil. It also contains
advises and suggestions on introducing an immigrants children to school community.
Additionally, the Ministry prepared a program of Polish language courses for refugees.

c.

Educational Policy

All of the interviewed respondents agreed that educational policy should be created on the
local, even the school, level. The legal framework for providing education to refugees and
immigrants children on the basic school level is satisfying. However, the main obstacle is
financing the Polish system of education permanently lacks money and faces serious
problems on a national level such as permanent reform of educational system and its
consequences on one hand and violence among pupils, drugs on the other. Therefore a very
limited in numbers immigrants presence in mainstream schools is still considered as a future
challenge.
In the National In-Service Teacher Training Center13 we learnt again that cultural diversity is
not a priority. The most favorable circumstances for this topic occurred in the pre-accession
period. At that time Poland had to fulfill EU requirements for the future EU member states
concerning preparations for refugees and human rights protection. However, during
interview our interlocutors remarked that the change of priorities on the state/ministerial level
did not influence teachers directly due to the results of the earlier activities: people who were
trained, now can train others on the local level. Many teachers are involved in conducting
lessons on human rights. Department of Civic and European Education of the Center
focuses on preparing Polish children to openness for the others for learning other traditions
and religions. (I.2A) The Center activities are more concentrated on history and old national
minorities than presence of immigrants children in Polish schools, which are still insignificant
in numbers. That is a task of particular school. When these children (immigrants children)
are present at school, it should created own pedagogical program. () This is a
Headmasters duty to find someone who conducts training for a pedagogical body. (I.2A)
However, since education is one of the tasks of the local authorities that depend on councilmens (radny) decisions on the budget, headmasters activities are limited. If they (councilmen) do not feel the spirit of education, nothing can be done. And no upper level regulations
can change it. (I.2C)
We also found out that in 2006 foreigners issues in Warsaw schools were delegated to the
representative of the Mazovian School-Board (Mazowieckie Kuratorium Owiaty - local
branch of the Ministry of Education) who up to that moment had only dealt with national and
ethnic minorities.14 It seems that these issues meet the Mazovian superintendents interest.
Before the beginning of the forthcoming 2007/2008 school year, all headmasters in the

13

To explain the broader context of that interview: Roman Giertych, the president of the nationalists
party Liga Polskich Rodzin (League of Polish Families) , who was a Minister of National Education
between 2005 and August 2006 forbidden to disseminate COMPASS- a manual on human rights
education with young people - prepared by the Council of Europe. The authors of the manual were
accused by the Minister of promoting basis for cooperation between pupils and homosexuals
communities. The Minister also dismissed the Head of the National In-Service Teacher Training
Center, responsible for the translating of that book, and did not retreat his decision despite of
numerous protests. The dismissed Head of the Center now is the Head of the Warsaw Office of
Education.
14
regarding definition of the national and ethnic minorities Act, new immigrants and refugees are not
contained in that category.

voivodship15 should receive materials pertaining to the presence of immigrants children in

Polish school. These materials cover legal aspects as well as basic information on cultural
diversity and methods of work in a multicultural environment.
It is important to note at this point that cultural and ethnic diversity is still treated rather in
terms of old ethnic/national and religious minorities in Poland. It is related to the fact that
majority of immigrants in our country do not treat Poland as a place of settlement. Immigrants
who settled in Poland are not numerous and they concentrate in particular regions.16 Poland
is a country of final destination predominantly for migrants coming from former USSR
countries, especially Ukraine17 and, Ukrainians are also one of the most numerous minorities
in Poland.
As far as education of ethnic/national minorities residing in Poland is concerned legal
regulations18 enable them to study their native language and to be instructed in these
languages. There are four possible types of schooling for national minorities in Poland:
1.schools with instruction in a language other than Polish, with extended hours of native
language learning where subject instruction is given in the native language of a minority and
information about the country and culture of the minority is included in the history and
geography curricula.; 2.bilingual schools (or kindergartens), providing instruction in two
equivalent languages; 3.schools with additional study of the native language of a minority,
where the native language is obligatory for those pupils who have declared their membership
of a minority group;4.inter-school groups composed of pupils from different schools for
whom additional native language study is organised.
As compared to previous regulations19, new provisions substantially broaden the scope of
educational opportunities for minorities by extending education for children in kindergartens
and vocational schools. They reduced the minimum number of pupils in classes for mother
tongue/history and geography of the country of origin lessons (3 hours per week).20 Bilingual
certificates were introduced.
15

According to the administrative reform held in 1999 Poland has been divided into 17 voivodships.
Voivodship is the biggest administrative unit in Poland.
16
After Poland accession to the EU massive outflow of Polish citizens to these countries which
opened their labour markets was observed. Thus Poland is still rather a sending country. Due to
economic factors its transition to receiving country is postponed.
17
According to the data of the Office for Repatriation and Aliens in September 2004 there were 16.5
thousands Ukrainian citizens legally residing in Poland (residing on the basis of temporary residence
permits and settlement permits). In 2004-2006, the settlement permits were granted to 4 613 of
Ukrainian citizens, which constituted 41 % of all granted permits. Temporary residence permits were
granted to 8 518 (2004), 8 304 (2005) and 7 733 (2006) which constituted respectively 34%, 37% and
35% of all granted permits. Similarly, Polish citizenship in last years was granted primarily to the
nationals of Ukraine (e.g. in 2003 426 Ukrainians and the total number of foreigners granted in 2003
with the Polish citizenship was 1471). Iglicka K., The Impact of the EU Enlargement on Migratory
Movements in Poland, p.17 http://www.csm.org.pl/en/files/raports/2005/rap_i_an_1205a.pdf;
http://www.udsc.gov.pl/Zestawienia,roczne,233.html
18
Constitution Republic of Poland (1997, art35,70); the Regulation of the Minister of National
Education and Sport of 3 December 2002 on conditions and procedures of duties enabling support for
national, ethnic, linguistic and religious identity of pupils belonging to national and ethnic minorities in
public schools and units.(Dz.U. Nr 220, poz. 1853); Act on National and Ethnic Minorities and on
Regional Language (art.8.4) Dz.U. z 2005 r. Nr 17, poz. 141; The Act on the Education System of 7
September 1991 (art. 94a) .
19
The Regulation of the Minister of National Education of 24 March 1992 on system of education
enabling support for national, ethnic, linguistic and religious identity of pupils belonging to national and
ethnic minorities (Dz. U. Nr 34, poz. 150).
20
It refers to points 3. and 4. in a previous paragraph. It is respectively: class group - primary school
and lower-secondary: 7, secondary 14; inter-class group the same grade - primary school and lowersecondary: 7, secondary 14; inter-class group different grades - 3-14; and inter-school groups 3-20.

10

Jasinski (2006) analysed materials of committee for national and ethnic minorities in Polish
parliamentary lower house (Komisja Mniejszoci Narodowych i Etnicznych Sejmu
Rzeczypospolitej Polskiej). He came to the conclusion that Polish policy refers to two models
of education policy proposed by Roland Meighan: moral and socio-political.21 The first one
regards schools functioning. According to it introducing new multicultural vision of world is
indispensable. Understanding for different cultures, tolerance and, disapproval of racial
behaviours and stereotypes are necessary. The socio-political model accepts pluralistic
vision of the society stressing changes outside school. However, Jasiski remarked that
respecting of principals of multicultural education depends on central and local authorities
being in charge of education. 22
In general political transformation starting since 1989 has resulted in increase of
national/ethnic minorities activity. Impetuous growth of minorities schools number was
observed in the nineties. And in years 1990-2004 their number (including inter-school
groups) raised 6 times from 127 in 1990 to 774 in 2004. Consequently, in 1990 6,200
pupils learnt their minority mother tongue while in 2005 their number reached 48,800 (in
primary, lower secondary and secondary schools).23

d.
Additional Financial Support for Polish Language Lessons for Immigrant
Pupils
On the basis of interviews conducted in our research24 and teachers statements made
during the conference organized by the Warsaw Office for Education,25 we found out that
even the teachers who deal with immigrants in their classes do not know that their schools
are entitled to receive additional financial support from local authorities in order to provide
e.g. Polish language lessons for immigrant pupils. This proves that access to information is a
problematic issue. It refers both to teachers and to headmasters - some of them are rather
passive, the others are not used to looking for - and finding information by themselves. On
the other hand, immigrants children often start their attendance at school, unexpectedly,
during ongoing school year when the school budget is already accepted. In this situation it is
too late to apply for additional financial support mentioned above. 26

e.

Warsaw agglomeration immigration laboratory

All of interviewed persons agreed that immigrants presence in schools concerns only certain
regions in Poland. Therefore local authorities decided to respond to immigrant pupils
presence on the local level, especially since education is one of the tasks of the local
authorities in Poland. Warsaw agglomeration, constitute a region which has already been
21

He mentioned also a third model technical. In that approach current education model is believed to
be perfect. Special programs should be offered to pupils belonging to minorities in order to contract
their poorer results.
22
Jasinski Z., Przemiany w polityce oswiatowej i spoecznej w kontekcie edukacji midzykulturowej,
w:Lewowicki T., Grodzka-Mazur E. (eds.) Z teorii i praktyki edukacji miedzykulturowej (Intercultural
Education - Theory and Practice), Cieszyn-Warszawa, 2006, pp.29-41.
23
Awramiuk A., Szkolnictwo dla mniejszoci narodowych i grup etnicznych w roku szkolnym
2004/2005. Dynamika przemian (National/Ethnic Minorities Education 2004/2005. Dinamics of
Transition), CODN, Warszawa, 2005, http://bc.codn.edu.pl/dlibra/doccontent?id=6&dirids=1
24
interviews with representatives of the Warsaw Office for Education
25
The conference was devoted to the presence of foreign pupils at schools, in particular Muslims (14,
June 2007).
26
interwiew with a representative of the Mazovian Center for Teaching Skills Upgrading and an
NGOs representative.

11

faced with the biggest immigrants inflow and, its further intensification is expected.
Consequently, immigrants children are highly visible there as well.
Warsaw is an example of an area where local authorities treat immigrants children presence
in schools in broader social context. It is an educational problem to be solved for our
common benefit. It is not just solving problems of these people, but solving social problems
of the city. Any group should not be excluded from the society. Education is the best mean of
inclusion. () If these children do not attend school, they are somewhere in the street. In
future when they grow up, they will have limited chances for gaining education and finding a
job. It is disadvantageous for all of us. (I.5) An appointment of a new position: methodic
advisor/counselor on foreigners education proves an actual concern on immigrants children
expressed by Warsaw authorities.27
Warsaw Office for Education runs a project that is devoted to diversity in Warsaw. One of its
goals is creating and implementing the system of tools (e.g. special programs and tutors) for
the teachers that will be helpful during the work with children from distinct cultural
environments. Adopting experiences with Roma assistants at schools28 in schools attended
by immigrants children is also considered.
Warsaw is an example of fruitful cooperation between local authorities and nongovernmental organization focused on educational challenges caused by the presence of
immigrants children at school.
Favorable conditions prevail also in the Mazovian
voivodship: Local Governmental Center for Upgrading Teaching Skills got involved. They
sent books to their counselors/advisors.29In our voivodship this topic meets interests and
understanding. (I.12)

f.

Refugees/Tolerated Stay

A special interest in our research was devoted to refugees/tolerated stay children.

Peculiarity of the Polish situation is constituted by the nationality of asylum seekers. Since
2000 Russian citizens of Chechen origins have dominated in the flow since they were
constituted approximately 90% of applicants for refugee status. Majority is granted with
tolerated stay which is a form of international protection. Although not all of them represent
the same level of religiosity, some of them express their need to participate in religious
activities. For that purpose refugee centers are facilitated with rooms, where they can pray.
Lessons of Arabic language and religion (Islamic) for boys are organized as well.
It has to be stressed that population of asylum seekers in Poland is very young about half
of it constitute individuals under 18, each fifth asylum seeker is under 4 years of age. The
same pertains to the population of recognized refugees: each forth refugee is under 4 years
and more than half is under 18. 30
27

The competition for this position was conducted on 3 of September, 2007.

Roma assistants at school s were introduced by the governmental programme in 2004. It was an
attempt to improve the level of education of Roma in Poland. Due to traditional reluctance of Roma
groups to send children to school and inability of many Roma children to speak Polish at a sufficient
level, teaching assistants were recruited to support Roma children at class. Those assistants
originated from Roma community act as intermediaries between Roma and Polish pupils.
29
NGO representative means a manual for teachers (suitable also for Polish parents) presenting
basic information on Islam. Counselors support teachers in the voivodship in terms of training,
provided knowledge on particular topics or subjects.
28

30

Office for Repatriation and Aliens data, 2005. Since July, 2007 the Office for Foreigners is
the central authority competent with respect to repatriation, entry of aliens in the territory of
the Republic of Poland, the transit of aliens through that territory, the residence in and leaving
it, granting to aliens the refugee status, asylum, tolerated stay and temporary protection as well
12

Temporal /interim status of the family that treats Poland as a transition country negatively
influence childrens situation. Even financial incentives work only in the short-term and
gradually lose their attractiveness. Many schools do not have any long-term strategy
concerning immigrants children presence in their classes. In Poland access to education is
based on territorial division - registration as an inhabitant of the local community. As a
consequence some schools were over flooded by residents of refugee centers children.
For teachers it meant an incredible pedagogical effort, for which they were usually not
prepared. For Chechen children it meant creating ethnic enclaves inside schools and for
Polish pupils far less teachers attention. There were even cases that Polish parents decided
to transfer their children to other schools since they were concerned with deteriorating level
of education provided to their children. As a response to these worrying effects refugees
children started to be sent to schools, which were not assigned to the area of the refugee
center but were located not too far away from the center.
Westward orientation of Chechen asylum seekers and of those under international protection
in Poland results in lack of parents interest in childrens education in Poland. In order to
change this situation, families were encouraged by cash equivalents paid only to those
parents whose children attend school. As a result, in school year 2005/2006 more than half
of refugees children attended Polish schools, which is still low but in comparison to the
previous years it constituted a higher rate. In September 2006 more than 80% of school
aged asylum-seeking children were enrolled into schools. This tool, however, was not
effective in terms of increasing parents and childrens motivation to learn. A social worker
inquired in one of Warsaw refugee centers estimated that only one of five families staying in
the center is seriously involved in their children educational progress. In other center, also in
Warsaw, a social worker emphasized that only half of the children registered in schools in the
school year 2006/2007 were promoted to the next class. Such a low rate of promotion was
caused mainly by low pupils frequency at classes during the school year.
According to the Offices for Repatriation and Aliens opinion there are certain reasons which
caused that not all school aged asylum-seeking children were enrolled to schools in the first
semester of the school year 2006/2007. A numerous group of children learnt Polish at
centers in order to attend school next semester. It was difficult to find a proper school for
youth (16-17 years) who had not attended school in previous years. Some parents did not
express any interest in sending their children to Polish schools. There were also a few
children with cerebral palsy.
According to information provided by the Office for Repatriation and Aliens, till 2001, when
the Regulation by the Minister of National Education and Sport of 4 October 200131 was
implemented, school headmasters did not accept children waiting for a decision granting
refuge status, when they did not have any certificates proving attending or graduating school
abroad. Thus, in years 1994-2001 school was attended mainly by children living in the
Central Refuge Center in Debak. In remaining centers children were offered Polish language
lessons conducted in centers. Teachers running these lessons were required to provide the
office with reports. On this basis the average number of pupils participating at these lessons
is as following:

as to the matters related to Polish citizenship following from the scope of functions of governmental
administration with reservation for the competencies of other authorities as provided for in the laws. It
replaced the Office for Repatriation and Aliens.
31
on the admission of persons with non-Polish citizenship in public pre-schools, schools, teacher
trainings institutions and units

13

Tab.4. Children Participating at Polish Language Lessons Run in the Refugees

Centers
The school year
2001/2002
2002/2003
2003/2004
2004/2005
2005/2006
2006/2007

Number of pupils
43
82
115
122
372
646

Source: Office for Repatriation and Aliens data

Schools differ in practices of accepting new alien pupils. Some schools accept them only in
September, others twice a year, at the beginning of each semester, others even every
month. Below there is a table quoting numbers of children accepted at the beginning of the
school year 2006/2007.
Tab.5. Enrolment of School Age Asylum-Seeking Children Residing in Refugees
Centers
Center

Primary
school
Oct.,
2005

Lowersecondary
school
Oct., 2005

School
age
asylumseeking
children
Oct.,
2005

Primary school
Sept.,2006

Lowersecondary
school
Sept.,2006

School
age
asylumseeking
children
Sept.,2006

Bialystok -Iga
Bialystok
Budowlani
Czerwony Br
Dbak
Jadwisin 26
Legionowo
Linin
Lublin
Lomza
Lukow
Moszna
Radom
32
Smoszewo
Warszawa
Bielany
Warszawa
Ciolka
Warszawa
Siekierki
Wolomin
Orphanage no
9 26
Orphanage no
11 26
Razem

36
38

1
11

58
52

59
34

11

71
45

14
2
32
13
21
18
18
21
27
8

4
3
3
4
-

53
2
41
24
51
45
51
45
49
39

42
9

44
16

37

114

31
92
16
41
35
30
8
36
68

4
2
10
4
3
10
11

35
105
19
51
46
30
39
46
109

24

30

37

10

24

11

26
-

1
-

41
4

24

37

8
68

741

325
47
725
559
Source: Office for Repatriation and Aliens data

32

There is no info on Smoszewo for 2005 and on orphanages and Jadwisin for 2006

14

Tab.6. Children who are subject to compulsory schooling in the

school year 2006/2007
No.
of
children
Center
Children who are
subject to
attending school
compulsory
schooling residing in
the center
Debak
32
23
Bialstok IGA
68
56
Bialystok 35
32
BUDOWLANI
Linin
80
60
Woomin
30
30
Warszawa-CIOLKA
33
20
Warszawa-BIELANY 109
63
Warszawa9
9
SIEKIERKI
Smoszewo
35
30
Puste Laki
41
23
Lomza
42
34
Lukow
51
38
Lublin
43
29
Czerwony Br
58
32
Radom
49
6
Niemce
46
16
Moszna
46
35
RAZEM
807
536
Source: Office for Repatriation and Aliens data

first semester of the

No of children not
attending school

9
12
3
20
13
46
5
18
8
13
14
26
43
30
11
271

The temporary status of stay is not the only factor affecting motivation for education. Cultural
conditioning is crucial. In Chechen family the role of husband and father is very strong.
Consequently, children progressing in schools and women integrating faster than men
undermine male position in the family structure. That can even lead to inner family conflict,
especially, when the man is not successful in providing family maintenance. In that sense,
children are not motivated but hampered by their parents. Therefore Polish teachers cannot
count on support of Chechen parents while dealing with kids school progress or lack of it.
Another discouraging factor in educational motivation is the young age of couples starting
their own family. Paradoxically, girls are in more privileged situation than boys. Those last
are supposed to achieve vocational training and start earning money. Girls are more often
allowed to continue learning in secondary schools, unless they have younger siblings and
need to support their mothers in housekeeping and looking after children.
Polish education system is based on cooperation with parents. In case of Chechens this
cooperation is not an easy task to achieve and, as it was demonstrated above, language is
not the biggest obstacle. School headmasters and social workers elaborate channels for
communication, most often involving Russian language teachers. Polish schools are not
prepared in advance to deal with foreigners, especially refugees children. Although, in
general, there are no obstacles in providing education to refugees and asylum seekers
children.

15

As it was mentioned before, Chechen children often start their attendance at school
unexpectedly during ongoing school year. That results in another significant consequence
neither Polish pupils (and their parents) nor the teachers and headmasters are prepared in
advance to deal with immigrants children, who often have very particular needs.33
Unfortunately, sometimes it leads to unnecessary misunderstandings and conflicts34.
Furthermore, as a result of their life history that involved war and persecutions, these
children very often have gaps in education. They do not speak Polish, their culture and
behaviors differ from Polish colleagues lifestyle. All of these lead unintentionally to certain
exclusion of Chechen children.
According to information provided by NGOs representative, who interviewed teachers
working with asylum seekers and refugees/tolerated stay children, in some schools, Polish
as a foreign language lessons were fiction. Some teachers were not able to put a group of
pupils together, some others had problems with keeping a discipline. They were not trained
to teach Polish as a second language and to work in multicultural environment.

g.

Learning by Experience

The aim of the paper is to tackle problematic issues. However, it is important to note in my
opinion, that it is also possible to find positive cases of progress of both Chechen pupils and
Polish teachers in Polish schools. Some of the children pass final exams in lower secondary
school and attend secondary school. Among Chechen refugees there are also university
students. Teachers, who were completely not prepared at the beginning for multicultural
factor, were able to learn and understand strangers culture and customs. They managed to
elaborated tools to involve Chechen pupils to school activities. Chechen girls are allowed to
exercise in long trousers or skirts during sport classes. They were allowed to attend
swimming lessons separately without boys. Children are released from physical exercises
during Ramadan, they are not eating lunch in school cantina during this period. They are
sent home or participate in other activities offered by school during religion (Catholic)
lessons.35
It should be stressed, however, that Poland still cannot offer important factors leading to
immigrants full participation in the society. Due to it, Poland is not perceived as a
destination country by majority of asylum seekers. They face the same problems as Polish
citizens:
lack of social housing
scarce financial resources for social benefits
difficulties accessing specialized medical service
low salaries in comparison to costs of maintenance
These are some factors which discourage from undertaking integration effort. Especially, for
those who suffer from health and psychological disorders caused by their experience. Those,
who do not know the rules of Western liberal democracy and economy, who do not posses
33

It is mentioned in interviews with representatives of teachers trade unions, Mazovian School-Board

and NGO, and social workers in refugee centers.
34
NGO representative recalled an example of misunderstanding appeared during Ramadan that is a
period of Islamic fast. Local authorities provided additional funds for lunches served to asylum
seekers children in a school canteen. Teachers felt obligated to supervise that children benefit from
that form of support they took children to the canteen, which by parents was interpreted as a form of
oppression.
35
In Poland pupils attend religion lessons at school. It was decided lately, that the grade from this
subject is to be included in mean value of all subjects, which is considered when pupils transfer to next
level of education lower-secondary school, secondary school, university.

16

interpersonal skills so important in contemporary world. Thus, as long as Poland does not
reach this level of social support for asylum seekers and refugees which is offered in the old
EU countries, any incentives targeted to parents and children in order to undertake
educational effort lead to limited results. Educational policy is interior in its character to
broader social policy. The last mentioned should considerate Polish societys attitude
towards refugees and asylum seekers. It is favorable now 2/3 of Poles believe that we
should accept their settlement or long stay in Poland - but these humanitarian declaration is
not followed by genuine readiness to support them in their searching for work (16 percents of
respondents) and to providing Polish language teaching to them (8 percents).36 Therefore
policy should support refugees/asylum seekers in a way, which does not result in social
tensions, especially on the local community level. Actions focused on asylum seekers should
be proceeded by educational activities targeted into Polish society.

h.

The Case of Armenian Girl from Stalowa Wola

Access to education is childrens right regardless of the parents or guardians status of stay
in Poland. Thus in the case when children are brought up in Poland and related to Polish
culture, they should not be punished with deportation that is caused by illegal stay of parents.
This is a position presented by the Head of the Warsaw Office of Education, NGOs and by
many teachers who works with these children. However, dilemma of family separation
emerges while decision of deportation is undertaken in regard to parents or guardians.
Before the end of the school year 2005/2006 Polish mass media presented a case of 13
years old Armenian girl (Anrrietta), living in Poland for 10 years. She arrived with her mother
and both of them did not regulate their legal status in Poland. They were illegal immigrants.
The girl attended the local school. She was very well adopted, a very good pupil, she had
many friends and participated in additional activities offered by the school. She does not
speak Armenian.
Due to the decision of the Office for Repatriation and Aliens the girl and her mother were
deported to Armenia, in March 2007. The Offices position was based on a presumption that
mother and the daughter should not be separated. It happened three months before the final
exam finishing primary education, which is an obligatory condition of continuing education in
lower-secondary schools (gymnasiums).
Anrietta could relay on support of her Armenian relatives residing in the same town legally.
The fact that family expressed intention to supervise and to look after the girl was not
considered and did not stop deportation. Reaction of school and local community was
immediate. They stood up for Anrietta, for whom Armenia is a completely strange country.
Letters to state authorities were sent spontaneously by Ariettas friends. The headmistress of
the school attended by Arietta wrote letters to Advocate for Rights of the Child (Rzecznik
Praw Dziecka), voivode of Subcarpathian Voivodship (Wojewoda Podkarpacki) Speaker of
Subcarpathian Voivodship (Marszaek Wojewdztwa Podkarpackiego), The Head of the
Office for Repatriation and Aliens (Prezes Urzdu do spraw Repatriantw i Cudzoziemcw).
In mass media an appeal was made to inhabitants of Stalowa Wola. It encouraged them to
sign a petition. It was supposed to allow Anrietta to return to Poland without a need of waiting
for 5 years after her deportation. Local priests were also involved they red the appeal
during their service. The response was broad. The headmistress and pupils from schools in

36

According to opinion poll ordered by United Nation High Commissioner for Refugees conducted on
the beginning of July, 2006 (representative probe of 1000 Poles).

17

Stalowa Wola gathered a few thousands of signatures. The desperate Arietta was advised
to write a letter to the Presidents wife Maria Kaczynska asking for her support. 37
After her arrival to Armenia the girl was granted with a three months visa. It was issued by
the Polish Consul in Erevan. On this basis she returned to Poland in June to take the exam
and she was admitted to gymnasium. Her relative, obtaining a permanent stay in Poland,
initiated procedure setting a substitute family for Anrietta. According to information provided
by the school headmistress, the girl is entitled to stay in Poland legally till final decision on
setting a substitute family. However, in the Town Office we found out that she was registered
as a town inhabitant just till 22 of August. Our further inquiry did not allow us to make a
definite statement on her current legal status of stay in Poland but we know that at the
beginning of the school year 2006/2007 she joined her friends in a lower-secondary school in
Stalowa Wola. Unfortunately, Anrietta is deprived of her mothers presence, who for 5 years
is recognized as an unwanted person in Poland.

i.

Teachers Trade Unions

There are two teachers unions in Poland: The Polish Teachers' Union ZNP and the
Educational Branch of the Independent and Self-Governing Trade Union Solidarnosc. We
found out that similarly to the Ministry of National Education opinion, in both cases
educational opportunities for immigrants and refugees children are not regarded as a
fundamental issue for the unions as well. During interviews numbers of immigrants children
in Polish schools were compared do the numbers of Polish pupils who migrated to Great
Britain and Ireland after the EU enlargement. The cases of Polish pupils, who left Poland,
seem to be more important for the unions. Such position is obviously justified since the
recent outflow, combined with the demographic crises deteriorate teachers position on labor
market, which was already weak.38
Conducting research is a kind of social intervention. As a result of our interview
representative of the Independent and Self-Governing Trade Union Solidarno came to the
conclusion: Assuming that necessary financial resources for such an assistant (for a foreign
pupil) will be provided, we can expect that there are teachers interested in upgrading
teaching skills. () such an assistant for a foreign pupil is like a two-subject teacher. Ive
found the way to put it on the agenda as a trade union. We can request for a presence of
someone skilled (an assistant for a foreign pupil) and treat these skills like his/her second
subject. (I.9)
Although immigrants and refugees children presence is not regarded as a fundamental
issue, both our interviewers appreciated efforts undertaken by teachers working with these
children.39 Both of them stressed a need of educational efforts focused to learn Polish
children and youths how to live in multicultural society. Majority of parents do not care to
teach their children tolerant attitudes and openness for other nations, religions, customs and
otherness in general. Barrier created by parents is the most difficult to overcome ()
37

Matusz. J Po pomoc do pani prezydentowej, Rzeczpospolita, 10.04.2007; Arciszewski, A.

Wypdzona
jak
przestpca
,
Przegld
No
37
(398)http://www.przegladtygodnik.pl/index.php?site=reportaz&name=186
38
Emigration of Polish pupils was also a concern of the employee of the Ministry of National
Education. She referred to possible gaps in education and formal obstacles, which might cause
problems with continuing education within Polish system after childrens return. The Head of the
Warsaw Office for Education pointed out that it had already been observed that children possessing
Polish citizenship living out of Poland for several years ( returned migrants and repatriates children)
had difficulties in using Polish language and learning.
39
The Educational Branch of the Independent and Self-Governing Trade Union Solidarno
announced a candidate of a teacher working with refugees children to the Award of Committee of
National Education, which is a great honor.

18

Parents, just in case, are reluctant. There is yet no reason, no accident, and no knowledge
but there is wariness Also teachers should be trained to be sensitive, to be mentally and
psychologically open for reception of a different child with all of problems that he/she brings
to school ()We should be honest, problems appear. However, we do not have to consider
them negatively but rather as a challenge. To create an accepting environment in a class, to
prevent reluctance towards these children.
j.

Summing up -Asylum Seekers Children and the Rest

On the basis of the colleted materials some recommendations concerning immigrants

children presence in Polish schools appear. There are two categories of foreign pupils. The
first one pertains to refugees and asylum seekers children. They, usually, cause enormous
educational and pedagogical challenges - an effort for which teachers are often not prepared.
This category can be compared with Roma minority, which due to its tradition and life style is
reluctant to attend school and to learn. In the case, of Chechen children due to cultural
context and cultural distance between Poland and Chechnya, assistant for a foreign pupil
seems to be a reasonable solution.
However, there is another category where motivations of children and parents are visible. It
refers to children of immigrants, who usually, thanks to small cultural distance (Ukrainians,
Russians), or high position of education in the system of values (Vietnamese) adapt easily to
Polish schools realities. Vietnamese are even presented to Polish pupils as an example to
follow since they are work hard and, in many cases are gifted, especially, in mathematics
and natural sciences. They also take very good position in spelling competitions organized
by schools. In that case, assistant for a foreign pupil does not seem to be justified since both
parents and children seem to be sufficiently motivated.
For both categories, especially in case of older children, some kind of preparatory zero class
program should be considered. It is expected that this kind of tool could help immigrants
children to join their Polish peers at school with a proper level of language skills. It is
supposed to facilitate them to learn other subjects. As it was mentioned before, Chechen
children often start their attendance at school unexpectedly during ongoing school year.
According to the information provided by the Warsaw Office of Education, an average period
of Chechen child presence in Warsaw school oscillates between 4-6 months. These sudden
appearance and disappearance of pupil, who is not deeply motivated to learn, disorganize
work done with the whole class. It results in far less teachers attention devoted to Polish
pupils. Thus one of the headmasters suggested considering the idea of separated classes for
Chechen children only. An interviewed employee of the Warsaw Office of Education
emphasized that it is definitely not manifestation of discriminatory practices. Children
promising in terms of continuity of education, whose parents are interested in prolonging their
stay in Poland, would join normal classes. Therefore, it is supposed to be beneficiary for
those Chechens who wish to stay in Poland and are motivated to learn, and Polish pupils
and teachers as well.
Almost all of interviewed persons claimed that we should undertake proper steps to prepare
Polish schools, including teachers, pupils and their parents for much bigger number of
immigrants in the future. We should benefit from a present situation, characterized by
insignificant number of foreign pupils in Polish schools, which gives us time for preparation in
advance. It is recommended to study situation in other EU countries and to consider
implementation of certain tools in Poland in order to avoid social tensions and conflicts
already being faced in that countries. It is also recommended to collect and distribute good

19

practices elaborated by Polish teachers40. Thus, a website devoted to cultural diversity

brought about by foreign pupils in Polish schools is desirable.
They also agreed that all solutions and undertaken activities should be flexible and
individually elaborated - depending on the school and immigrants childs needs and
abilities.41 However, it is advisable to create a financial framework that would allow distant
and poor communities (gmina, powiat) to have immigrant children and to deal with
challenges they bring as well. So far only rich communities as Warsaw can afford it.
In Polish system each level of education is finalized with the exam that entitles to start
another level. The procedure of exam does not provide any special terms for foreigners.
Such provisions, including longer time or teachers assistance are recommended.42
Our respondents stressed that education in schools should focus more on challenges of
cultural diversity. Polish children and youths should be thought tolerance and openness since
family environment not always can provide values of tolerance and equality. Sometimes
family is a source of pathologies of different kinds. 43

k.

The Review of Teachers' Unions Magazines

Since cultural diversity in Polish schools is created by both pupils belonging to national and
ethnic minorities residing in Poland and immigrants children we decided to include, in our
research, articles devoted to old minorities and new immigrants as well.
We overviewed two publications: Glos Nauczycielski(Teachers Voice) issued weekly by the
Polish Teachers' Union ZNP (Zwizek Nauczycielstwa Polskiego) and Przeglad Oswiatowy
(Educational Review) issued each twice weeks by the Educational Branch of the
Independent and Self-Governing Trade Union Solidarnosc (Sekcja Oswiatowa NSZZ
Solidarnosc). We overviewed editions starting on January 2004 and ending on May 2007.44
40

As an example of good practices in dealing with demanding foreign pupils, a non-public set of
lower-secondary and secondary schools, one of the first established in Poland after 1989, Bednarska
in Warsaw, was mentioned during our interviews.
41
Declaration of the head of the Warsaw Office for Education is a good exemplification of that attitude:
We (local authorities) should create the best possible bias. But the challenging situation is situated on
the school level. We can only encourage, offer our support, increase available financial resources. But
results depend on the headmaster and teachers. (I.5)
42
In one of the articles issued by Glos Nauczycielski, headmistress of a primary school attended by
Chechens stated that her pupils did not receive grades they deserved. They were good at math but
they could not overcome an linguistic barrier. Her suggestion of providing more time for foreign pupils
were denied by Local Exam Commission (Okregowa Komisja Egzaminacyjna). Igielska B., Trudna
Europejsko, Glos Nauczycielski, no2/2006. Pupils suffering from dyslexia are provided with an
extra time.
43
During the debate organized within the framework of the project devoted to diversity in Warsaw,
immigrants children complained about the cases when Poles offended them and refused undertaking
common activities. Of course, it does not prove that this is a predominating attitude of Polish children.
However, any cases of prejudices based on ethnic diversity deserve reaction. Unfortunately, family
sometimes can even create intolerant behaviors. The employee of the Ministry of National Education
was the only one among our interlocutors who was satisfied with Polish pupils attitude to diversity:
Polish pupil is rather wise. Since the time we were engaged in activities relating to our accession to
EU, both teachers and pupils achieved certain experiences in international cooperation. Due to it, I
believe that Polish pupil is rather open-minded towards different cultures, languages and customs.(I.1)
We shall consider, however, that she felt responsible to present official position of the Ministry. At the
time when the interviewed was conducted, the Ministry was governed by Roman Giertych, the leader
of the nationalists party Liga Polskich Rodzin (League of Polish Families).
44
We thought that in a period priori to enlargement there maybe more attention devoted to researched
subject.

20

Unfortunately, in Przeglad Oswiatowy we did not find any article on cultural diversity in
Polish schools created by pupils belonging to national and ethnic minorities residing in
Poland or immigrants children. There were a few articles on international cooperation of
schools but they were not related to our research topic. Therefore the appendix below
focuses on Glos Nauczycielski only.
In general, cultural diversity was presented as an enrichness of our society, something which
is beneficial for the whole population. However, the topic of cultural diversity in Polish
schools caused by national and ethnic minority pupils and immigrants children presence
appeared marginally. There were some longer articles presenting the analyzed issue. The
topic of cultural diversity appeared also in short notes.

Appendix
Glos Nauczycielski
In 2004 the topic of cultural diversity caused by non-Polish pupils was found in four editions.
1.
There was short information that the newspaper had been invited for the conference
organized by the Pedagogical Faculty of Warsaw University. The conference was on
education and social services as factors of immigrants integration in multicultural society (no
11/2004, p.2: Information on events for which the magazine has been invited).
2.
One short article was devoted to integration of refuges in Poland. It was stressed that
in all countries school is a factor of immigrants integration to the hosting society. The author
of the article concluded that only 30% of the families were interested in their children
attendance to Polish schools and that the majority of asylum seekers did not treat Poland as
a place to settle (no 22/2004, p.9: Drachnal H., Na cudzej ziemi).
3.
Information on issuing Eurydice publication on integration of immigrants children led
to conclusion that in Poland multicultural approach and building European identity were
applied (no 41/2004, p.2: KS, Imigranci w awkach). In the same edition there was
information about building the Center of Lithuanian Education in Sejny (no 41/2004, p.2: M,
Z litewskim Jzykiem).
4.
The issue of national and ethnic minorities appeared once on the first page. It was
stressed that building good relations between majority and minorities is crucial in order to
avoid social tensions observed in other European countries. In the same edition there were
next two pages devoted to Roma education and Tatars. The first group was presented in the
light of encouraging children to undertake educational effort. The second one was viewed as
supported by school authorities in order to help them to maintain its ethnic identity (49/2004,
p.12: Sarzyski D., Sam sawore; p.13Suchecki M., Zostaa ich garstka).
In 2005 editions the topic was found in five issues.
1.
Reportage on Chechen children supported in the refuge center by volunteers, who
wanted to prepare them to school. Once again it was said that majority of parents is not
interested in sending their children to Polish school (5/2005, announced p.1, continued
pp.8,9: Kulak M., Przelotem).
2.
An article on conscious education that supports kashubian/cassubian identity45
(10/2005, p.6: Aulich M. Jo jem statka).
3.
Paper on last 50 years of Polish education system, pointed out new challenges.
Preparing Poles for respecting cultural diversity is mentioned there.(11/2005, pp.13,14:
prog.Bogaj A.,Dylematy przemian).

45

Kashubians/Cassubians are a West Slavic ethnic group of north-central Poland.

21

4.
Information on Public Library beneficiary of Program Comenius 3 gathering books
in different languages, was served as a pretext for a statement that in schools attended by
immigrants, multicultural approach should be introduced (12/2005, p.11: Ponad granicami).
5.
An interview with a professor of psychology Pawel Boski, who underlined a role of
school educators and psychologists and a need of professional training for teachers dealing
with foreign students. Professor Boski also recommended activities focused on Polish society
in order to prepare it to face presence of immigrants. (31/2005, p.5: conducted by Igielska B.,
Nie tylko polskie jest dobre).
In 2006 the analyzed topic was found in four editions.
1.
Teachers presented their experiences with teaching foreigners in Polish schools.
Chechen children presence demanded bigger effort due to cultural distance than other
immigrants children, who were described as well-adapted after attending Polish school for
few years. Special terms for foreigners such provisions as longer time or teachers
assistance during exams that entitle to start another level of education were recommended
(2/2006, p.10: Igielska B., Trudna europejsko).
2.
Glos Nauczycielski - the magazine supported (media patronage) the competition on
Youth against discrimination organized with the British Council Poland. The winners of this
competition did not refer to ethnic discrimination, although the ethnic discourse was included
as one of the topics of the competition. (3/2006, p.2: Razem przeciw dyskryminacji).
3.
Gymnasium teacher described her participation in training and seminars on
multiculturalism in a letter sent to the magazine (20/2006, p.10: Koziol H., Inny, czyli jaki?).
4.
Article protesting against dismissal of the Head of the National In-Service Teacher
Training Center Department of Civic and European Education. The dismissal was related
to COMPASS- a manual on human rights education with young people - prepared by the
Council of Europe (24/2006, P.3: Wojciechowska A., Polowanie na czarownice). To present
a broader context it should be said that the magazine was involved in protesting against
nomination of the leader of the nationalists party League of Polish Families for the Minister of
National Education.
There was only one article found in the first five months of 2007.
1. In the article different groups of immigrants were compared. Chechen pupils presence
was described as demanding a bigger effort from school than presence of other immigrants
children. Examples of immigrants children succeeded in Polish school were shown as well
(22/2007, p.6: Luka W., Europejczycy wsiakaja szybciej).

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References
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Awramiuk A., Szkolnictwo dla mniejszoci narodowych i grup etnicznych w roku szkolnym
2004/2005. Dynamika przemian (National/Ethnic Minorities Education 2004/2005. Dinamics
of Transition), CODN, Warszawa, 2005,
http://bc.codn.edu.pl/dlibra/doccontent?id=6&dirids=1
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Polish School), Warszawa 2006
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(Intercultural Education. Teachers Guidebook) , CODN, Warszawa 2004.
Lalak D., Swoi I obcy w perspektywie antropologiczno-spoecznej, in Lalak D. (ed.)
Migracja, Uchodstwo, wielokulturowo. Zderzenie kultur we wspczesnym wiecie
(Migration, Exile, Multiculturalism. Clash of Cultures in Contemporary World), Warszawa,
2007, pp.89-122.
Matusz. J., Po pomoc do pani prezydentowej, Rzeczpospolita, 10.04.2007;
Oswiata i wychowanie w roku szkolnym 2005/2006 (Education in the School Year
2005/2006), p 32 http://www.stat.gov.pl/cps/rde/xbcr/gus/PUBL_analiza_osw2006.pdf

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